This research is aimed at comparing Academic procrastination and Academic self-regulation in male students with epilepsy and normal students of 12-16 years old in South Khorasan province. This research is a causal-comparative study. The population includes all the male students with epilepsy and normal students of 12-16 years old in South Khorasan province in the Academic year 2016-2017. Out of the mentioned population, 30 students with epilepsy were selected by convenience sampling, and 30 normal students were selected by simple random sampling. The samples were homogenized in terms of GPA and grade. The research tools were Academic procrastination scale (Solomon and Ruth Bloom) and self-regulation questionnaire. The results of multivariate analysis of variance (MANOVA) for the hypotheses showed that there is a significant difference between Academic procrastination and self-regulation in students with epilepsy and normal students (P≤ 0/05); i. e. students with epilepsy had a higher level of Academic procrastination and a lower level of Academic self-regulation compared to their normal peers. The findings suggest that since epilepsy is accompanied with cognitive, emotional, and Academic deficits, teachers and counselors should pay attention to Academic procrastination and selfregulation among students.

purpose: The purpose of this study was to compare the effectiveness of teaching Mindfulness and Working Memory on Academic well-being, Academic self-regulation and Academic achievement motivation of second grade secondary school students. Methodology: This research was a semi-experimental design with pretest and post-test design with control group. A sample of 45 people who were lower in the three dependent variables were selected and randomly assigned to experimental and one control group (each group was 15). Within one week of pre-test run for each of the three groups, one of the experimental groups was subjected to an independent variable of mindfulness education (8 sessions one and a half hours, weekly one session), and the second group was subjected to working memory training (20 Half-hour session, three sessions per week) and the control group did not receive any training. Findings: The results showed that mindfulness and working memory training increased Academic well-being, self-regulation and Academic achievement motivation. The results showed that there was a significant difference between the effectiveness of mindfulness and working memory training. Conclusion: Training mindfulness was more effective in increasing Academic well-being, Academic self-regulation and Academic achievement motivation.

Introduction: Motivation is one of the fundamental factors in learning that can affect variousaspects of student behavior in educational environments. The purpose of this study was to determine the relationship between quality of learning experience and self-regulation with Academic motivation in students of Qom University of Medical Sciences. Methods: This descriptive-correlational and cross-sectional study was conducted in 2017 on a sample of 261 students at Qom University of Medical Sciences. The subjects were selected from six faculties through genderproportionate stratified random sampling. Data were collected through Neuman`s quality of learning experience standard questionnaire, Hong and O’ Neil self-regulation questionnaire, and Vallerand`s Academic motivation questionnaire. The data were analyzed using Pearson correlation coefficient, independent t-test, and stepwise multiple regression. Results: The total score of quality of learning experience and its subscales resources, content, and flexibility had a significant positive relationship with Academic motivation. Also, the total score of self-regulation and its subscales had a significant positive relationship with Academic motivation. The results of multiple regression analysis revealed that quality of learning experience and self-regulation would positively and significantly predict Academic motivation and could explain around 12. 1% of the Academic motivation variance. Conclusion: The results suggest that universities should focus on improving the quality of student learning experiences. Curriculum planners and educators are also recommended to design and employ appropriate teaching methods to enhance learners’ motivation and self-regulation skills.

Introduction: Different variables such as motivation, self-esteem, and learning methods can affect the learner during learning activity. Therefore, educational research has shown that motivation is one of the essential factors for the improvement of student performances. Using a person-oriented approach, the present study aimed to determine the motivational profiles (clusters) of nursing students and to compare their self-regulation considering these profiles. Methods: This study was conducted with a comparative-descriptive method. The participants were 141 students in medical science university, at Academic year (2016-2017) who completed the AMS (Academic Motivation Scale) and self-regulation. The methods of hierarchy cluster analysis, ANOVA, were used for data analysis using SPSS software. Results: Cluster analysis revealed three motivational profiles for the students: 38/7% of the subjects were placed in the low quantity motivation group, 38/2% were placed in the moderate quantity motivation group, the high quantity motivation group (25). The self-regulation of low quantity motivation group was lower than the other clusters. Conclusion: The findings of this study will help those involved in the field of education make effective attempts by planning helpful educational program, so promote the students’ learning motivations, particularly the senior ones during the Academic years.

The quality of nursing work life is an important index for assessing the professional health of nurses and providing tailored care services to patients. The study investigates the role of work-family conflict and selfregulation in predicting the quality of work-life among nurses. In this retrospective cross-sectional study, 230 nurses were selected randomly from public and private hospitals. They were asked to fill out Work-related Quality of Life Scale-2, Work-Family Conflict Scale, and self-regulation Questionnaire. Moreover, structural equation modeling was used to analyze the data by SPSS-19 and LISREL-8. 80 software. The results showed that the model had a good fit to the observed data (RMSEA=0. 06, GFI=0. 93, AGFI=0. 87, NFI=93, CFI=95, IFI=95, and P-value=. 073) and the final model was verified. The results also revealed that "behavior-based and time-based work-family conflicts", "assessing the plan's effectiveness", "searching for options", and "implementing the plan" could significantly predict "stress at work", "general well-being", "working conditions", employees' engagement", "job career satisfaction", and "work-home interference" (p<0. 05). It is indispensable to design tailored programs and professional health plans for improving family-work interference and self-regulatory actions, as two leading causes for the quality of nursing work life.